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Peer reputations and gender differences in academic self-concept

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Date Issued:
2004
Summary:
This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
Title: Peer reputations and gender differences in academic self-concept.
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Name(s): Menon, Madhavi
Florida Atlantic University, Degree Grantor
Perry, Louise C., Thesis Advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2004
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 100 p.
Language(s): English
Summary: This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
Identifier: 9780496079599 (isbn), 13179 (digitool), FADT13179 (IID), fau:10038 (fedora)
Note(s): Thesis (M.A.)--Florida Atlantic University, 2004.
Subject(s): Academic achievement--Evaluation
Educational evaluation
Group work in education
Students--Self-rating of
Academic achievement
Intelligence levels
Self-perception
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/13179
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.